The importance of engaging students in undergraduate science courses in scientific inquiry is well understood. K-12 standards documents and undergraduate science education literature both support the central role of engagement in science processes in the course of science education. However, most scientists and educators have experienced science education without engagement in science processes as a focus. Thus, the importance of this engagement as an instructional strategy and goal is minimized at best. This article details how collaboration among the authors--science teacher educators and scientists--was forged and the benefits that have emerged. These benefits include documentation of "reformed teaching" and significant gains in pre- and post-student reports of experiences engaging in scientific inquiry. The structure of the synergistic collaborations shared in this article offers one possible mechanism for organizing collaborations among science teacher educators and scientists as well as future collaboration among these two groups and other disciplinary experts. (Contains 3 tables and 4 online resources.)